Using 2-liter Bottles to Represent % of Energy Consumption by Source
Summary
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Learning Goals
Students will be able to (S.W.B.A.T.):
*Discuss energy consumption by source.
*Make predictions of future energy consumption.
*Make conversions between grams/ounces/cups.
*Accurately measure.
*Discuss why consumption is greatest with fossil fuels and some of the ramifications of this type of consumption.
*Understand the importance of using renewable energy sources.
*Practice appropriate discussion tactics and conversational inquiry.
*Apply calculator skills to real life applications.
*Make observations.
Context for Use
My students completed this activity in one 94 minute period. This included discussion time before and after the activity, some predicting and writing brief summaries.
Students should be comfortable measuring and using calculators to make conversions. This lesson could be used at the beginning of an overall energy unit or as a introduction to a particular form of energy.
Description and Teaching Materials
12 2-liter bottles (one for each source of energy)
water
calculator
scratch paper for calculations
on-line conversion chart
measuring cups and spoons
U.S. Energy Consumption by Source chart
*I used this as a way to introduce specific renewable energies, so students were familiar with fossil fuels, how they were formed and the fact that they are non-renewable. They also had an understanding of the environmental effects of using fossil fuels.
1. Students are asked to begin a KWL on energy use in the U.S.
2. Students will make predictions on the types of energy sources they believe have the greatest consumption in the U.S.
3. Students are shown the U.S. Energy Consumption by Source chart on the Smartboard. Ask them to share observations they have on the chart.
4.Divide students into 11 groups. Assign each group an energy source.
5. Fill one bottle with the number of ounces/grams on the label.
6. Explain that this represents 100% of the energy consumption.
7. Using the chart of the Smartboard groups will determine what % of the whole their source represents. Using this they will compute grams/ounces to cups/tablespoons. Once they have this computation they will measure that amount out of the "whole". They will need to label their bottle.
8. When every group has measured and filled their source bottle the "whole" bottle should be empty. If there is more than a small amount residual or not enough for a group to measure their amount, all groups should gather to go over each of their calculations and compare that to how much they removed from the "whole" bottle. Then remeasure.
9. Line bottles up by %.
10. Ask students to discuss. Prompt with questions such as: What do they believe causes the inequalities in use between fossil fuels and renewable? What ramifications does this have on the environment? Get the discussion going!
11. Students should complete their KWL.
12. Students should write a brief summary of their observations, including ideas as to how the U.S. could increase renewable source use and reduce non-renewable.
13. Peer Pair Share with 2 classmates.
14. Wrap up discussion.
Teaching Notes and Tips
Assessment
Students will write a summary of their observations. Were their predictions accurate?
Students will peer pair and share their summaries and observations.
Teacher observations